Grade: 7 Unit: 1 Week: 5 Content: ELA Dates: 9/17-9/21 Theme Essential Question: What makes characters in historical fiction believable?
Essential Questions:
What is historical fiction?
What determines a character?
What characteristics makes a character believable?
Standards:
R.L.7.3 Key Ideas and Details: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot)
R.L.7.5 Craft and Structure: Analyze how a drama’s or poem’s form or structure contributes to its meaning
R.L.7.9 Integration of Knowledge and Ideas: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history
W.7.3 Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
W.7.3.a Text Types and Purposes: Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
W.7.3.b Text Types and Purposes: Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
W.7.3.c Text Types and Purposes: Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
W.7.3.d Text Types and Purposes: Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
W.7.3.e Text Types and Purposes: Provide a conclusion that follows from and reflects on the narrated experiences or events.
W.7.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.7.9.a Research to Build and Present Knowledge: Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).
Ongoing Standards:
R.L.7.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
R.L.7.1 Key Ideas and Details: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
R.I.7.1 Key Ideas and Details: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
R.I.7.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literary non-fiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
W.7.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.7.10 Range of Writing: Write routinely over extended time frames (times for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
SL.7.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.7.1.a Comprehension and Collaboration: Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
SL.7.1.b Comprehension and Collaboration: Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
SL.7.1.c Comprehension and Collaboration: Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
SL.7.1d Comprehension and Collaboration: Acknowledge new information expressed by others and, when warranted, modify your own views.
L.7.1Conventions of Standard English: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
L.7.2 Conventions of Standard English: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
L.7.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
L.7.4.a Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a sentence or paragraph; word’s position or function in a sentence) as a clue to the meaning of a word of phrase.
L.7.4.c Vocabulary Acquisition and Use: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital prints to find the pronunciation of a word or determine or clarify its precise meaning or its part growth.
L.7.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension.
Objectives: The Learner Will
TLW review the rules of capitalization, punctuation, spelling, phrases and clauses.
TLW cite textual evidence, especially as it relates to character development.
TLW explain the historical context of a story, and how authors make historical fiction believable.
TLW write a variety of responses to literature and informational text
Assessment (Weeks 5 and 6) Product
Using the Venn diagram, Inspiration, or Y chart students will compare and contrast the setting/plot of a story to a historical timeframe.
Create a story board or digital story telling presentation with MovieMaker.
Reflective essay answering Essential Question: What makes characters in believable?
Key Questions
What is historical fiction?
What makes a historical-fiction character believable?
Observable Student Behaviors
Partners both have team assignment.
Students have notes and resources from previous weeks to build their final project answering essential question.
Students create a brainstorm with events in a sequential order.
Vocabulary
ELA
Narrative writing process Biography Sequence Historical fiction
Suggested Activities: (see Legend to highlight MCO and [HYS])
Whole class review literary texts of myths, legends, epics, fables, and tall tales (see HMU6 p640). [Cues, Questions, Organizers]
Partner students to brainstorm: characters and descriptions, story setting, main events and their sequence for the story. [Reinforcing/Recognition, Non-Linguistic representation, Cues, Questions, Organizers, Cooperative Learning] Socialization
Students create digital storytelling using windows Movie Maker or Inspiration. Create story board, incorporating graphic organizers and notes from previous weeks in this unit. Socialization, [Summarizing/Notetaking, Non-Linguistic representation, Cooperative Learning, Cues, Questions, Organizers]
Compose a piece of narrative writing to include characters and descriptions, story setting, main events and their sequence for the story. Writing should reflect upon essential question. [Similarities/Differences]
Joan of Arc (Diane Stanley) How would you survive in the Middle Ages? (Fiona MacDonald and David Salariya)
WebQuests
Crispin: The Cross of Lead
http://questgarden.com/02/42/9/050922105351/ This WebQuest is taking the book "Cross of Lead" and finding new ideas to expand the way of learning this particualr book. New ideas and ways of breaking down other books you may use in your classroom as a part of Language Arts.
Percy Jackson Extended
http://questgarden.com/112/66/9/101031104012/ Take what you have learned from from reading "The Lightning Thief" and extend your knowledge of the characters to predict where the story will go in book two "The Sea of Monsters.
Percy Jackson, Greek Mythology, and Researching for Rick
http://questgarden.com/97/43/5/100228180300/ Acting as researchers who are helping author Rick Riordan prepare to write another book in the Percy Jackson series, students will research a story from Greek mythology and will learn about Greek pottery art. They will then write a modern-day version of the myth they choose and create a drawing in the style of a Greek vase that portrays the most important idea of the myth.
http://questgarden.com/123/14/7/110402084040/ Designed to expand students' knowledge of Greek Mythology beyond the characters in The Lightning Thief, students will create a new Half-Blood and write a new chapter in the story.
Other Activities, etc. [Non-Linguistic representation]
Student may draw the character based on the characteristics described in the story.
Partners/Teams may draw (or make a small creation) of the setting as described in the story.
Students may create character trading cards: Want to Trade? Think of a character you would like to make a trading card about. Write information about the character and draw a picture that represents the character.
Modify for a “Back to School” activity whereas students select a character that they identify with and create their own “character” card with the following information: name, age, place of birth, favorite …, most memorable adventure, quote, two pieces of information and a sketch of themselves or something that represents them.
Theme Essential Question: What makes characters in historical fiction believable?
Essential Questions:
- What is historical fiction?
- What determines a character?
- What characteristics makes a character believable?
Standards:- R.L.7.3 Key Ideas and Details: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot)
- R.L.7.5 Craft and Structure: Analyze how a drama’s or poem’s form or structure contributes to its meaning
- R.L.7.9 Integration of Knowledge and Ideas: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history
- W.7.3 Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
- W.7.3.a Text Types and Purposes: Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
- W.7.3.b Text Types and Purposes: Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
- W.7.3.c Text Types and Purposes: Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- W.7.3.d Text Types and Purposes: Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
- W.7.3.e Text Types and Purposes: Provide a conclusion that follows from and reflects on the narrated experiences or events.
- W.7.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research.
- W.7.9.a Research to Build and Present Knowledge: Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).
Ongoing Standards:- R.L.7.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
- R.L.7.1 Key Ideas and Details: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- R.I.7.1 Key Ideas and Details: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- R.I.7.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literary non-fiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
- W.7.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research.
- W.7.10 Range of Writing: Write routinely over extended time frames (times for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
- SL.7.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
- SL.7.1.a Comprehension and Collaboration: Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
- SL.7.1.b Comprehension and Collaboration: Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
- SL.7.1.c Comprehension and Collaboration: Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
- SL.7.1d Comprehension and Collaboration: Acknowledge new information expressed by others and, when warranted, modify your own views.
- L.7.1Conventions of Standard English: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
- L.7.2 Conventions of Standard English: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
- L.7.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
- L.7.4.a Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a sentence or paragraph; word’s position or function in a sentence) as a clue to the meaning of a word of phrase.
- L.7.4.c Vocabulary Acquisition and Use: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital prints to find the pronunciation of a word or determine or clarify its precise meaning or its part growth.
- L.7.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension.
Objectives: The Learner Will- TLW review the rules of capitalization, punctuation, spelling, phrases and clauses.
- TLW cite textual evidence, especially as it relates to character development.
- TLW explain the historical context of a story, and how authors make historical fiction believable.
- TLW write a variety of responses to literature and informational text
Assessment (Weeks 5 and 6)Product
- Using the Venn diagram, Inspiration, or Y chart students will compare and contrast the setting/plot of a story to a historical timeframe.
- Create a story board or digital story telling presentation with MovieMaker.
- Reflective essay answering Essential Question: What makes characters in believable?
Key Questions- What is historical fiction?
- What makes a historical-fiction character believable?
Observable Student Behaviors- Partners both have team assignment.
- Students have notes and resources from previous weeks to build their final project answering essential question.
- Students create a brainstorm with events in a sequential order.
VocabularyBiography
Sequence
Historical fiction
- Whole class review literary texts of myths, legends, epics, fables, and tall tales (see HMU6 p640). [Cues, Questions, Organizers]
- Partner students to brainstorm: characters and descriptions, story setting, main events and their sequence for the story. [Reinforcing/Recognition, Non-Linguistic representation, Cues, Questions, Organizers, Cooperative Learning] Socialization
- Students create digital storytelling using windows Movie Maker or Inspiration. Create story board, incorporating graphic organizers and notes from previous weeks in this unit. Socialization, [Summarizing/Notetaking, Non-Linguistic representation, Cooperative Learning, Cues, Questions, Organizers]
- Compose a piece of narrative writing to include characters and descriptions, story setting, main events and their sequence for the story. Writing should reflect upon essential question. [Similarities/Differences]
HomeworkTerminology for Teachers:
Ethnicity/Culture | Immigration/Migration | Intercultural Competence | Socialization | Racism/Discrimination
[High Yield Strategies]
Similarities/Differences | Summarizing/Notetaking | Reinforcing/Recognition | Homework/Practice |
Non-Linguistic representation | Cooperative Learning | Objectives/Feedback |
Generating-Testing Hypothesis | Cues, Questions, Organizers
Resources
Professional Texts
- Online textbook http://my.hrw.com
Literary Texts- Novel: Percy Jackson and the Olympians: The Lightening Thief (Rick Riordan)
- Novel: Midwife’s Apprentice (Karen Cushman)
- Novel: Crispin: The Cross of Lead (Avi)
Holt McDougal Textbook: (Excerpts)- Novel: Crispin:The Cross of Lead (Avi) HMU6 p706
- “Sir Gawain and the Green Knight” HMU6 p692
- “Beowulf” HMU6 p674
- “Young Arthur” HMU6 p680
- Greek Mythology HMU6 p644-673
Informational TextsNon Fiction comparison
- Medieval resources http://www.historyforkids.org/learn/medieval/history/earlymiddle/arthur.htm
- Movie Maker tutorial: http://windows.microsoft.com/en-US/windows7/products/features/movie-maker
- Picture Book(s)
Joan of Arc (Diane Stanley)How would you survive in the Middle Ages? (Fiona MacDonald and David Salariya)
WebQuests
- Crispin: The Cross of Lead
http://questgarden.com/02/42/9/050922105351/This WebQuest is taking the book "Cross of Lead" and finding new ideas to expand the way of learning this particualr book. New ideas and ways of breaking down other books you may use in your classroom as a part of Language Arts.
- Percy Jackson Extended
http://questgarden.com/112/66/9/101031104012/Take what you have learned from from reading "The Lightning Thief" and extend your knowledge of the characters to predict where the story will go in book two "The Sea of Monsters.
- Percy Jackson, Greek Mythology, and Researching for Rick
http://questgarden.com/97/43/5/100228180300/Acting as researchers who are helping author Rick Riordan prepare to write another book in the Percy Jackson series, students will research a story from Greek mythology and will learn about Greek pottery art. They will then write a modern-day version of the myth they choose and create a drawing in the style of a Greek vase that portrays the most important idea of the myth.
- The Lightning Thief-Traveling with Percy
http://questgarden.com/126/07/5/110505152904/During this webquest, you will retrace Percy's quest and visit the various stops along the way
- Percy Jackson's Hero Journey
http://questgarden.com/119/77/0/110222071822/This is a webquest in which students will explore the concept of the Hero's Journey in an attempt to create their own.
- Pushing Past Percy: Exploring Greek Gods
http://questgarden.com/123/14/7/110402084040/Designed to expand students' knowledge of Greek Mythology beyond the characters in The Lightning Thief, students will create a new Half-Blood and write a new chapter in the story.
Art, Music, and Media
- http://player.discoveryeducation.com/?blnPreviewOnly=1&guidAssetId=92e9b633-337d-443d-bcd6-755624946051
- Music of Middle Ages http://player.discoveryeducation.com/index.cfm?guidAssetId=1CC82CF4-EAA5-43C2-81B1-C73BC56E166E&blnFromSearch=1&productcode=US
- Art of Middle Ages
http://player.discoveryeducation.com/index.cfm?guidAssetId=28E34E7F-74CA-4D98-83B9-BB693118B570&blnFromSearch=1&productcode=USManipulatives
Games
Videos
- Media Clips http://my.hrw.com
- Percy Jackson and the Olympians: The Lightening Thief (2010)
- Middle Ages overview: http://player.discoveryeducation.com/index.cfm?guidAssetId=1FDEEB30-A5F0-410F-9140-34CA7E6C484F&blnFromSearch=1&productcode=US
- Myths: http://player.discoveryeducation.com/index.cfm?guidAssetId=92E9B633-337D-443D-BCD6-755624946051&blnFromSearch=1&productcode=US
- Legends: http://player.discoveryeducation.com/index.cfm?guidAssetId=D1016E2D-16EB-4DCF-982C-2586B966B9DE&blnFromSearch=1&productcode=US
- Epic: http://player.discoveryeducation.com/index.cfm?guidAssetId=12E32C21-8615-4F7A-9B22-365B629A9BA5&blnFromSearch=1&productcode=US
- Tall Tale: http://player.discoveryeducation.com/index.cfm?guidAssetId=A58706C3-A247-4BB1-91A2-9E6E0565DD0D&blnFromSearch=1&productcode=US
Sight WordsSMART Board Lessons, Promethean Lessons
Other Activities, etc. [Non-Linguistic representation]
Language
Arts
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
7 Matrix
Accelerated 7
Matrix
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Home K-2
Home 3-5
Home 6-8
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6